This week we will be exploring our five senses! So, I decide to focus on the number five for Math Monday. Share this song with your kiddo The Number 5 song by BubblePopBox

Have your child collect five objects. Ok, now go get five different objects. Let’s compare the sets. Many children will not recognize that the two sets have the same number of objects if the items are of different sizes. This is called conservation of number. The understanding that numbers are constant and equal the number of objects in a set. Many times when children are presented with 5 markers and 5 Cheerios they perceive that the set of markers is greater because it takes up more space.

To help your child develop conservation of number AND work on one-to-one correspondence, match up the objects. In my case, I set the markers in a line and then put a Cheerio at the end of each marker. Now each marker has a Cheerio and each Cheerio has a marker, they match one to one! Five markers is the same quantity as five Cheerios.

Practice writing the numerals 1-5 and match one set of objects with the numerals, one more practice and connection between the number, number word and numeral!

If your child is still struggling with this concept… don’t worry it takes practice and time. So get two more sets of 5, or if your child is struggling to count out five objects correctly drop down to 3 and build up from there. These skills that we as adults take for granted, are skills that need to be fostered in young children.

If your child is strong in these skill… here’s another five skill to work on, tally counting! Here is another song for you The Tally Mark Song. Practice correctly drawing tallys. Trust me… your child will want to draw five straight lines down and still cross it out and see it as five. It takes practice. 1, 2, 3, 4, shut the door with 5 is how I teach my students to remember that 5 is the slanted line.

Hope you and your child have fun with the number 5!

Not realizing that each group has the same amount of items since they are different sizes reminds me of this phenomenon that we learned about in psychology. I forget what it’s called but if two different sized containers have the same amount of water, children will think the one that’s taller will have more. It’s cool to see how it plays out in kid’s mind.

this is very much true as well… similar concepts. the concept of volume is actually addressed in older grades because it takes more understanding to overcome the perceptions

Last week I played a game of “What’s Missing?”. I placed our calendar numbers 1-5 on a mat for all the children to see and count. Then, I covered the numbers and took one away. I made sure to leave the blank spot where the number belonged. I was surprised that this was difficult for children, but it gave me an assessment of where they are. Next, I did the same activity with objects instead of numbers. That was hard, too. I have my math work ahead for the children.🙂

it is often surprising what skills the kids struggle with and where the gaps are. stepping back and working with less numbers/objects is probably the first step for you… that way you can see if they understand the concept of tracking the missing object

Not realizing that each group has the same amount of items since they are different sizes reminds me of this phenomenon that we learned about in psychology. I forget what it’s called but if two different sized containers have the same amount of water, children will think the one that’s taller will have more. It’s cool to see how it plays out in kid’s mind.

LikeLiked by 1 person

this is very much true as well… similar concepts. the concept of volume is actually addressed in older grades because it takes more understanding to overcome the perceptions

LikeLike

Last week I played a game of “What’s Missing?”. I placed our calendar numbers 1-5 on a mat for all the children to see and count. Then, I covered the numbers and took one away. I made sure to leave the blank spot where the number belonged. I was surprised that this was difficult for children, but it gave me an assessment of where they are. Next, I did the same activity with objects instead of numbers. That was hard, too. I have my math work ahead for the children.🙂

LikeLike

it is often surprising what skills the kids struggle with and where the gaps are. stepping back and working with less numbers/objects is probably the first step for you… that way you can see if they understand the concept of tracking the missing object

LikeLiked by 1 person

Exactly! I’m backing off to three this week.

LikeLiked by 1 person

they will get there, all in their own good time

LikeLiked by 1 person

Yes, they will!

LikeLiked by 1 person